1. Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacherled)with diverse partners on grade 3 topics andtexts, building on others’ ideas and expressingtheir own clearly.a. Come to discussions prepared, having reador studied required material; explicitly drawon that preparation and other informationknown about the topic to explore ideas underdiscussion.b. Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening toothers with care, speaking one at a time aboutthe topics and texts under discussion).c. Ask questions to check understanding ofinformation presented, stay on topic, and linktheir comments to the remarks of others.d. Explain their own ideas and understanding inlight of the discussion.

2. Determine the main ideas and supporting detailsof a text read aloud or information presented indiverse media and formats, including visually,quantitatively, and orally.

d. Use glossaries or beginning dictionaries, bothprint and digital, to determine or clarify theprecise meaning of key words and phrases.

English Language Arts Standards » Reading: Literature » Third Grade

Standards in this strand:Key Ideas and Details

RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. KATE Examples for RL.3.1

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. KATE Examples for RL.3.2

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. KATE Examples for RL.3.3

Craft and Structure

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. KATE Examples for RL.3.4

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. KATE Examples for RL.3.5

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). KATE Examples for RL.3.7

RL.3.8. (Not applicable to literature)

RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). KATE Examples for RL.3.9

Range of Reading and Complexity of Text

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. KATE Examples for RL.3.10

RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. KATE Examples for RI.3.1

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. KATE Examples for RI.3.2

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. KATE Examples for RI.3.3

Craft and Structure

RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. KATE Examples for RI.3.4

RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. KATE Examples for RI.3.5

RI.3.6. Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas

RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). KATE Examples for RI.3.7

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). KATE Examples for RI.3.8

RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. KATE Examples for RI.3.9

Range of Reading and Level of Text Complexity

RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. KATE Examples for RI.3.10

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. KATE Examples for W.3.3a

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure.

Production and Distribution of Writing

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) KATE Examples for W.3.4

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. KATE Examples for W.3.5

W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. KATE Examples for W.3.6

W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. KATE Examples for W.3.8

W.3.9. (Begins in grade 4)

Range of Writing

W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. KATE Examples for W.3.10

English Language Arts Standards » Speaking & Listening » Third Grade

Standards in this strand:

Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. KATE Examples for SL.3.1

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. KATE Examples for SL.3.1a

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). KATE Examples for SL.3.1b

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. KATE Examples for SL.3.1c

SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. KATE Examples for SL.3.2

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. KATE Examples for SL.3.3

Presentation of Knowledge and Ideas

SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. KATE Examples for SL.3.4

SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. KATE Examples for SL.3.6

English Language Arts Standards » Language » Third Grade

Standards in this strand:

Conventions of Standard English

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. KATE Examples for L.3.1

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. KATE Examples for L.3.1a

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). KATE Examples for L.3.4b

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). KATE Examples for L.3.4c

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. KATE Examples for L.3.4d

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). KATE Examples for L.3.5a

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). KATE Examples for L.3.5b

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). KATE Examples for L.3.5c

L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).